the invention of the telephone_1
DESCRIPTION
telephone ringTRANSCRIPT
7/21/2019 The Invention of the Telephone_1
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Brandi Jackson
Historical Research Project
July 22, 2011
Overarching Title: The Invention of the Telephone
Narrative: The topic of this unit is the invention of the telephone ithin the
concept of then and no! "tudents ill learn a#out the invention of the telephone
#y $le%ander &raha' Bell, ho it has evolved over ti'e, and its i'pact on our lives
today! This unit has #een developed for pri'ary ele'entary (rade levels ith a
focus on )rst (rade! The unit len(th is appro%i'ately four eeks!
Title: Telephones Then and *o
Primary Concepts: Then and *o, +reation
Outcome Statements:
• "tudents ill learn a#out the invention of the telephone #y $le%ander
&raha' Bell!
• "tudents ill learn ho the telephone evolved throu(hout ti'e!
• "tudents ill learn ho peoples creative use of tools continually i'pacts
society!
Unit Organization:
Learning Outcome 1: Students will learn about the invention of thetelephone by Alexander Graham Bell
• Comprehension Strategy—R.A.N. Rea!ing an! Analyzing Non"
#iction$ Chart
"tandards
Resources
$ssess'ents
• Social Stu!ies Strategy—Custom %o&es
"tandards
Resources
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$ssess'ents
• Social Stu!ies Strategy—'nteractive %ulletin %oar!(Timeline
"tandards
Resources
$ssess'ents
• )oca*ulary Strategy— +or! %an,
"tandards
Resources
$ssess'ents
• Activity-.ake a telephone ith cups and strin( and talk to your partner!
"tandards
Resources
$ssess'ents
• +riting Strategy—+hole class R.A.#.T. Role- Au!ience- #ormat-Topic$ prompt
"tandards
Resources
$ssess'ents
Learning Outcome !: Students will learn how the telephone evolvedthroughout time
• #iel! Trip to the +ayne County istorical /useum
"tandards
Resources
$ssess'ents
• +riting Strategy—0ist
"tandards
Resources
$ssess'ents
• Comprehension Strategy—1raphic Organizers: )enn 2iagram
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"tandards
Resources
$ssess'ents
• Comprehension Strategy—Compare an! Contrast
"tandards
Resources
$ssess'ents
• /ath Strategy—+eight an! /easurement
"tandards
Resources
$ssess'ents
• Social Stu!ies Strategy—3conomics
"tandards
Resources
$ssess'ents
Learning Outcome ": Students will learn how peoples# creative use oftools continually impacts society
• Comprehension Strategy—Thin,- Pair- Share
"tandards
Resources
$ssess'ents
• +riting Strategy—Using technology to in4orm others
"tandards
Resources
$ssess'ents
• Social Stu!ies Strategy—1uest Spea,er
"tandards
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Resources
$ssess'ents
• $inal %ro&ect ' %resentation—%e an inventor
"tandards
Resources
$ssess'ents
oo,: Borro the 'ost ori(inal e%a'ple /1th century of a telephone fro'
the ayne +ounty Historical .useu'! "ho it to the students and tell the' to #e(in
thinkin( a#out hat it is, hat its purpose is, and their reasonin(! &roup students
and let the' discuss! 3ach (roup can have a fe 'inutes to e%a'ine it! 4nce the
(roups have shared their ideas, allo the students to (enerate 5uestions a#out itthe'selves!
Overvie5:
Learning Outcome 1: Students will learn about the invention of the
telephone by Alexander Graham Bell
6isted #elo is a collection of strate(ies that can #e used to achieve 6earnin(
4utco'e 1! The strate(ies are listed in the order in hich they should #e tau(ht to
assess pre and post learnin(! If childrens #ooks are listed #elo the strate(y as a
resource, they should #e used as a read aloud to (ive students 'ore infor'ation!
There are additional childrens #ooks listed in )nal Resources that are directly
related to the topic and so'e that provide additional infor'ation a#out the 1th
century!
1! Comprehension Strategy—R.A.N. Rea!ing an! Analyzing Non"
#iction$ Chart /on7(oin( throu(hout the unit- "tudents ill (enerate a list
of thin(s they think they kno a#out the )rst telephones! Teacher ill rite
these ideas on post7it notes to place in the 8hat e think e kno9:
colu'n! $s the unit pro(resses, ideas ill #e 'oved to the 8+on)r'ed
6earnin(9: or the 8.isconceptions9: ! *e ideas that ere not on the
ori(inal list ill #e ritten on post7it notes and place in the 8*e 6earnin(9:!
hat e
think e
kno9
+on)r'ed
6earnin(9
.isconceptions
9
*e
6earnin(9
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'n!iana Aca!emic Stan!ar!s
3nglish(0anguage Arts
1!2!; Relate prior knoled(e to hat is read!
1!<!= Identify a variety of sources of infor'ation and docu'ent the sources!
1!<!> 4r(ani?e and classify infor'ation #y constructin( cate(ories on the #asis of
o#servation!
1!;!= @se descriptive ords hen speakin( a#out people, places and thin(s!
Social Stu!ies
1!1! @se the li#rary and other infor'ation resources to )nd infor'ation that
ansers 5uestions a#out history!
Resources—
Reality +hecks, #y Tony "tead
Assessment s$— Teacher o#servation, checklists, anecdotal notes
2! Social Stu!ies Strategy—Custom %o&es-The teacher ill prepare
'ultiple #o%es for students to investi(ate in (roups! The #o%es ill include
ite's fro' the 1th century such as photo(raphs, nespaper clippin(s,
letters, 'iniatures of ite's, toys, etc! "tudents ill e%plore the #o%es in
(roups and #eco'e fa'iliar ith hat life looked like in the 1A00s!
'n!iana Aca!emic Stan!ar!s
Social Stu!ies
1!1!1 +o'pare the ay individuals in the co''unity lived in the past ith theay they live in the present!
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1!1! @se the li#rary and other infor'ation resources to )nd infor'ation thatansers 5uestions a#out history!
Resources—
=0 "ocial "tudies "trate(ies for C7A +lassroo's, #y Cathryn .! 4#enchain D Ronald
E! .orris
httpFGGinventors!a#out!co'GodGtstartinventionsGssGTelephonePatent!ht' Bells Patent
for the Telephone
httpFGGstore!ushistory!or(Gshocat!aspcid>; +ivil ar era replicas of posters,
currency, etc!
8@sin( Bells 4ri(inal Telephone $pparatus Photo(raphK!: !allposters!co'
Assessment s$— Teacher o#servation, checklists, anecdotal notes
L! Social Stu!ies Strategy—'nteractive %ulletin %oar!(Timeline /on7(oin(
throu(hout the unit-"tudents help create a #ulletin #oardG'ural ith
infor'ation learned throu(hout the unit! It ill #e represented in the for' of
a ti'eline ith student (enerated ritin( and drain(s a#out events!
Photo(raphs and other artifacts can also #e added!
'n!iana Aca!emic Stan!ar!s
Social Stu!ies
1!2!< Mescri#e ays that individual actions can contri#ute to the co''on (ood of
the co''unity!
Resources—
=0 "ocial "tudies "trate(ies for C7A +lassroo's, #y Cathryn .! 4#enchain D Ronald
E! .orris
Assessment s$— Teacher o#servation, checklists, anecdotal notes
<! )oca*ulary Strategy— +or! %an, /on (oin( throu(hout the unit-"tudents ill rite voca#ulary ords relatin( to the unit and display theords on the Interactive Bulletin BoardGTi'eline!
'n!iana Aca!emic Stan!ar!s
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3nglish(0anguage Arts
1!2!= @se conte%t to understand ord and sentence 'eanin(s
1!;!= @se descriptive ords hen speakin( a#out people, places, thin(s, and
events!
Resources—@se ords that students ill #e introduced to throu(hout the unit #ylookin( throu(h childrens #ooks and e#sites that you ill #e usin( to teach!
Assessment s$— .ultiple choice or 'atchin( test to assess voca#ulary learned
throu(hout the unit!
=! Activity-.ake a telephone ith cups and strin( and talk to your partner!
Then discuss if it orked and ho!
'n!iana Aca!emic Stan!ar!s
Science
1!1!2 Investi(ate and 'ake o#servations to seek ansers to 5uestions a#outthe orld, such as 8In hat ays do ani'als 'ove:
Resources—
httpFGG!projects7for7kids!co'Gscience7projectsGstrin(7phone!php Ho to 'ake acup and strin( phone
Assessment s$— Teacher o#servation, checklists, anecdotal notes
>! +riting Strategy—+hole class R.A.#.T. Role- Au!ience- #ormat-
Topic$ prompt-"tudents ill #e (iven the folloin( ritin( pro'ptF $s a
reporter, rite a nespaper article a#out the invention of the telephone and
$le%ander &raha' Bell, for readers in the 1A;0s!
R $ N T
Reporter Readers in
the 1A;0s
*espaper Invention of
thetelephone #y
$le%ander
&raha' Bell
'n!iana Aca!emic Stan!ar!s
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Resources—.useu' director, Ji' Harlan, has a lot of stories to share a#out our
history!
Assessment s$— Teacher o#servation, checklists, anecdotal notes
2! +riting Strategy—0ist-$s a class, list ays to co''unicate ith friends
and fa'ily in the 1A00s, then have (roups of students list ays to
co''unicate no! Qou 'ay have students #rose e#sites a#out 1th
century life!
'n!iana Aca!emic Stan!ar!s
Social Stu!ies
1!1!1 +o'pare the ay individuals in the co''unity lived in the past ith theay they live in the present!
3nglish(0anguage Arts
1!<!> 4r(ani?e and classify infor'ation #y constructin( cate(ories on the#asis of o#servation!
1!=!= rite for diOerent purposes and to a speci)c audience or person!
Resources— Qour choice of childrens #ooks listed in )nal Resources andGor
e#sites that your students investi(ate!
Assessment s$— Teacher o#servation, checklists, anecdotal notes
L! Comprehension Strategy—1raphic Organizers: )enn 2iagram-
co'pare and contrast telephones then and no
'n!iana Aca!emic Stan!ar!s
Social Stu!ies
1!1!1 +o'pare the ay individuals in the co''unity lived in the past ith theay they live in the present!
Resources—
ayne +ounty Historical .useu' e%a'ples
8@sin( Bells 4ri(inal Telephone $pparatus Photo(raphK!: !allposters!co'
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httpFGG!youtu#e!co'Gatchv7eJ>tEAS@SD*R1 video ith pictures of
evolution of phones
httpFGG!youtu#e!co'Gatchvk0n;2"734I3 video ith 'ore pictures of
telephones acco'panied ith dates /years of pro(ression
httpFGG!youtu#e!co'Gatchv1y4y+&Hr0c video ith pictures alon( ith
so'e descriptions
Assessment s$— Teacher o#servation, checklists, anecdotal notes
<! Comprehension Strategy—Compare an! Contrast-Take a look at the
diOerence #eteen 1th century phone #ooks and current phone #ooks! Talk
a#out si'ilarities and diOerences ithin a (roup! *otice the nu'#er of
telephone nu'#ers in the #ooks as the years pro(ress and ho the nu'#ers
chan(e!
'n!iana Aca!emic Stan!ar!s
Social Stu!ies
1!1! @se the li#rary and other infor'ation resources to )nd infor'ation that
ansers 5uestions a#out history!
Resources—
Photo(raphs of 1th century telephone #ooks fro' .orrison Reeves 6i#rary
+urrent telephone #ooks
Assessment s$— Teacher o#servation, checklists, anecdotal notes
=! /ath Strategy-+eight an! /easurement-Borro telephones and cell
phones fro' the ayne +ounty Historical .useu' /several diOerent styles
and for's and have students co'pare the' #ased on si?e, len(th, ei(ht!
"tudents can 'easure usin( inches and centi'eters!
'n!iana Aca!emic Stan!ar!s
/ath
1!=!1 .easure the len(th of o#jects #y repeatin( a nonstandard unit or astandard unit!
1!=!< .easure and esti'ate the len(th of an o#ject to the nearest inch and
centi'eter!
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1!=!= +o'pare and order o#jects accordin( to area, capacity, ei(ht, and
te'perature, usin( direct co'parison or a nonstandard unit
Resources—
Telephones fro' ayne +ounty Historical .useu'
Assessment s$— Teacher o#servation, checklists, anecdotal notes
>! Social Stu!ies Strategy—3conomics—6ook at ads in the telephone #ooks,
nespaper articles, and ads fro' the 1th century to locate the costs of
phones, telephone lines, and the services availa#le for that price! Then
students ill look in current 'a(a?ines, ads, e#sites to locate the costs of
phones, land lines, cell phone packa(es, and the services availa#le today!
Ninally co'pare the diOerences in the cost and services provided then and
no! &roups can create a (raph to represent their )ndin(s!
'n!iana Aca!emic Stan!ar!s
Social Stu!ies
1!1!1 +o'pare the ay individuals in the co''unity lived in the past ith theay they live in the present!
/ath
1!1!10Represent, co'pare, and interpret data usin( pictures and picture (raphs!
Resources—
Photo(raphs of 1th century telephone #ooks fro' .orrison Reeves 6i#rary
+urrent telephone #ooks
*espaperG+ellular phone ads
.a(a?ines
Assessment s$— Teacher o#servation, checklists, anecdotal notes
Learning Outcome ": Students will learn how peoples# creative use of
tools continually impacts society
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6isted #elo is a collection of strate(ies that can #e used to achieve 6earnin(
4utco'e L! The strate(ies are listed in no speci)c order and can #e used in their
entirety or su#stitutedGenhanced ith additional strate(ies listed in )nal Resources!
If childrens #ooks are listed #elo the strate(y as a resource, they should #e used
as a read aloud to (ive students 'ore infor'ation! There are additional childrens
#ooks listed in )nal Resources that are directly related to the topic and so'e thatprovide additional infor'ation a#out the 1th century!
1! Comprehension Strategy—Thin,- Pair- Share—hy do you think there
as a need for cell phones hat other ays do e co''unicate
electronically hile sharin(, help students 'ake the connection #eteen
cell phones and e7'ail, chattin( on the internet, etc!
'n!iana Aca!emic Stan!ar!s
3nglish(0anguage Arts
1!2!L Respond to who, what , when, where, why , and how 5uestions and reco(ni?e
the 'ain idea of hat is read!
1!2!; Relate prior knoled(e to hat is read!
1!;!L &ive, restate, and follo si'ple to7step directions!
Resources—
Inside a Telephone By John Bassett
TURNING POINT INVENTIONS: TELEPHONE by Sarah Gearhart
Assessment s$— Teacher o#servation, checklists, anecdotal notes
2! +riting Strategy—Using technology to in4orm others—rite lettersG e7
'ails to fa'ily 'e'#ers a#out ho the invention of the telephone has
chan(ed our lives!
'n!iana Aca!emic Stan!ar!s
+riting
1!=!= rite for diOerent purposes and to a speci)c audience!
1!>!2 rite in co'plete sentences!
1!>!> +orrectly use periods!
1!>!; +apitali?e the )rst ord of a sentence, na'es of people and the pronoun I!
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Resources—
3%a'ples of letters
Assessment s$—>1 ritin( Traits Ru#ric
L! Social Stu!ies Strategy—1uest Spea,er-Invite a local entrepreneur into
your classroo' to talk to students a#out their e%periences!
'n!iana Aca!emic Stan!ar!s
3nglish(0anguage Arts
1!;!1 6isten attentively!
1!;!2 $sk 5uestions for clari)cation and understandin(!
Resources—
Assessment s$— Teacher o#servation, checklists, anecdotal notes
$inal %ro&ect ' %resentation—%e an inventor—hat ould you chan(e to
'ake #etter hat ne ideas do you have that no one has thou(ht of #efore
Teacher ill discuss project e%pectations ith students and post in the classroo'!
"tudents can ork individually or in (roups to create a product and they ill present
their invention to the class!
'n!iana Aca!emic Stan!ar!s
3nglish(0anguage Arts
1!;!< "tay on the topic hen speakin(!
1!;!= @se descriptive ords hen speakin( a#out people, places, thin(s, and
events!
1!;! Provide descriptions ith careful attention to sensory detail!
1!;!10 @se visual aids, such as pictures and o#jects, to present oral infor'ation!
Resources—
The Kids' Invention Boo !Kids' Vent"res# by $r%ene Er%ba&h
Three heers (or Inventors by )ar&ia *i%%ia+s
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So ,o" *ant to Be $n Inventor- by ."dith St/ Geor0e and 1avid S+a%%
Assessment s$—+o''on $ssess'ent Ru#ric of "tudent Products
Unit Resources
6Resources la*ele! 5ith T7Transportation- 070ocal- S7State- R7Regional.
All other resources are National an! most are !irectly relate! to
Communication. All strategies liste! 5ere use! in unit.
ritin( "trate(ies
• 6ettersGe7'ails to fa'ily 'e'#ers
• +reate a phone #ook andGor address #ook
• 6ist of ays to co''unicate then and no
• R$NT pro'pt for hole class
Eoca#ulary "trate(ies
• Balderdash
• Jeopardy
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• ord i?ard
+o'prehension "trate(ies
• R!$!*! /Readin( and $naly?in( *on7)ction
• Eisuali?in(
• Suestionin(
• Be(innin(, .iddle, 3nd +hart
• "e5uencin(
.ath "trate(ies
• &raph phones in ho'eGfa'ily
• .easure andGor ei(h styles of telephones fro' diOerent ti'e periods
"ocial "tudies "trate(ies
• .useu' 3%hi#itF 3%a'ples of ho phones chan(ed over ti'e
• Ti'e 6inesF Plot the invention of the telephone, )rst call, etc!
• &raphic 4r(ani?ersF Eenn Mia(ra'
• &uest "peakersF 3%perts on ho telephones ork visit class
• Interactive Bulletin BoardF "tudents research in (roups and recordGcreate
• Nield Trips of MistinctionF Eisit local telephone co'pany
• +usto' Bo%esF Introduce students to 8then: throu(h photos, nespapers,etc!
3%peri'ent
• Build a cup and strin( phone and try ith a partner
Role Play
• Readers Theater-)rst telephone call
• "i'ulation-#efore the telephone as invented
Nield Trips
• Train Mepot-Eisitin( old tracks and hearin( historical stories fro' localciti?ens such as Ro(er Richert or Ji' Harlan
• ayne +ounty Historical .useu'
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• Eisit a local telephone co'pany or invite so'eone fro' the co'pany to visitthe class and e%plain ho telephones ork and ho that technolo(y haschan(ed since its invention!
+hildrens Books directly connected to this unit
$%e2ander Graha+ Be%% and the Te%e3hone: The Invention That han0ed o++"ni&ation!)i%estones in $+eri&an History# by Sa+"e% *i%%ard ro+3ton
This boo is abo"t $%e2ander Graha+ Be%% and the invention o( the te%e3hone/
1id ,o" Invent The Phone $%% $%one4 $%e2ander Graha+ Be%%- !S&ho%asti& S&ien&e
S"3er0iants# by )e%vin Ber0er
This story is told in a 5uestion and anser for'at teachin( ho the telephone asinvented and the 'echanics of it, as ell as Bells life and hat led to his interest inco''unications!
TURNING POINT INVENTIONS: TELEPHONE by Sarah Gearhart
This non7)ction #ook is divided into sections includin(F Before the telephone, The
inventors life, Inventin( the telephone, $ ne orld, and The future of lon(7distance co''unication! Pa(es include pri'ary photos, docu'ents, sketches, anddia(ra's fro' the 1th century as ell as a ti'eline ith photos of the 'any for'sof the telephone of the years!
*o Photo $vaila#le Inside a Telephone By John Bassett
This non7)ction #ook includes history of co''unications, lookin( inside of atelephone, ho a telephone actually orks, netorks, di(ital and analo(,e%chan(in( nu'#ers and sitchin(, shape and 'aterials of phones, pay phones,'odern co''unication-e7'ail and internet and the future! The #ook is detailedand concise 'akin( the connection #eteen the early invention of the telephoneand our co''unication today and in the future!
The Inventions o( $%e2ander Graha+ Be%%: The Te%e3hone !56th ent"ry $+eri&an
Inventors# by Ho%%y e(rey
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This childrens #ook ill teach students a#out $le%ander &raha' Bells life and is
reco''ended for (rades C7L! They ill learn a#out his love and respect for the
deaf and his years of ork ith the hearin( disa#led alon( ith his inventions!
4ri(inal photo(raphs of Bell and his inventions alon( ith other ori(inal artifacts ill
certainly interest youn( readers!
The Kids' Invention Boo !Kids' Vent"res# by $r%ene Er%ba&h
$%tho"0h this boo is 0eared to7ard o%der e%e+entary st"dents4 (irst 0raders 7i%% be interested in %earnin0 abo"t&hi%dren and their inventions/ This boo 7i%% en&o"ra0e the ideas o( yo"r st"dents/ It a%so e23%ains ho7inventors t"rn visions into rea%ity4 dis&"sses 3atents4 and in&%"des additiona% reso"r&es (or ("rther in(or+ation/
Three heers (or Inventors by )ar&ia *i%%ia+s
This &artoon i%%"strated boo in&%"des short bio0ra3hies and dis&overies o( inventors (ro+aro"nd the 0%obe/ So+e o( the inventors are ones 7e8ve heard o( be(ore and others 7i%% be ne7/
So ,o" *ant to Be $n Inventor- by ."dith St/ Geor0e and 1avid S+a%%
This boo en&o"ra0es &hi%dren to 9(ind a need and (i%% it and to be drea+ers by re(eren&in0 diverse inventors7ho &han0ed the 7ay thin0s 7ere done/
+hildrens Books that 'ay help provide #ack(round infor'ation a#out the 1th century
President Lin&o%n4 *i%%ie Kett%es4 and the Te%e0ra3h )a&hine !History S3eas:
Pi&t"re Boos P%"s Reader's Theater !;"a%ity## by )arty Rhodes <i0%ey and 1avid Ri%ey
This #ook is part of a series, History Speaks: Picture Books Plus Reader’s Theater !
This story is told fro' a youn( #oys point of vie durin( the +ivil ar! $t the a(e
of )fteen, illie Cettles as a tele(raph operator in ashin(ton M!+! /ashin(ton
+ity at the @!"! .ilitary Tele(raph +orps! He receives a very i'portant 'essa(e!
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There is a readers theater script so that students can play out the story! It also
includes a pronunciation (uide, (lossary, and a list of other resources to e%plore!
They're O((= : The Story o( the Pony E23ress by hery% Harness
Theillustrations in this #ook are sure to capture any students attention,
reco''ended for (rades 17=! Harness introduces 'any of the people involved in
the Pony 3%press and ela#orates on the purpose, #e(innin( and endin( of the Pony
3%press! "he also atte'pts to (ive students historical perspective #y includin(
other facts surroundin( the ti'e era!
*hatever Ha33ened to the Pony E23ress- by Ver%a Kay4 Barry Root and Ki+ber%y B"%&en
Root
This #ook is reco''ended for C7L! The story e%plains the esterners need for
co''unication across lon( distances! "he hi(hli(hts the diOerent ays of
transportin( 'ail throu(hout ti'e includin( a(on, sta(ecoach, #oat, ca'el,
horse#ack, tele(raph, and train! Throu(hout the #ook, a #rother and sister are
ritin( letters to each other! The author depicts diOerent lifestyles #y shoin( a
far'er, 'iner, soldiers, *ative $'ericans, co#oys, and 'ore!
O(( Lie the *ind=: The <irst Ride o( the Pony E23ress by )i&hae% P/ S3rad%in and Layne
.ohnson
This #ook is reco''ended for (rades C7L to learn a#out the )rst ever Pony 3%press
rides! The authors tale is #ased on historical records and illustrations do an
a'a?in( jo# of depictin( the dan(ers that the riders e%perienced on their rides! The
coura(e and deter'ination e%hi#ited #y the Pony 3%press riders is portrayed in this
e%citin( #ook a#out so'e of their adventures!
The Pony E23ress !*e the Peo3%e# by .ean Kinney *i%%ia+s
This #ook is part of a series, We the People, and is reco''ended for (rades 17>!
The author shares details a#out the 4ld est, the &old Rush, and the desire for
7/21/2019 The Invention of the Telephone_1
http://slidepdf.com/reader/full/the-invention-of-the-telephone1 19/22
7/21/2019 The Invention of the Telephone_1
http://slidepdf.com/reader/full/the-invention-of-the-telephone1 20/22
httpFGG!a'ericasli#rary!(ovGj#GreconGj#recontelephone2!ht'l
6i#rary of +on(ressF $'ericas "tory-The Nirst Telephone +all
httpFGG!h'd#!or(G'arker!asp'arker2AL<;
Phoneton, 4hio land'arker ith infohttpFGG!indianahistory!or(G
Indiana Historical "ociety
!readin(5uest!or(
&raphic 4r(ani?ers
8@sin( Bells 4ri(inal Telephone $pparatus Photo(raphK!: !allposters!co'
This #lack and hite photo(raph shos a 'an usin( Bells ori(inal telephone! He is
holdin( one piece to his ear and the other to his 'outh! Qou can see the iresattached to #oth and connectin( to a #o% on the ta#le! There is another ire
runnin( fro' the other end of the #o% up the all here it ould connect to another
telephone!
httpFGGinventors!a#out!co'GodGtstartinventionsGssGTelephonePatent!ht' Bells Patent
for the Telephone
httpFGGstore!ushistory!or(Gshocat!aspcid>; +ivil ar era replicas of posters,
currency, etc!
danielj#'itchell! You Tube: Watson Describes Inention o! Telephone by Bell" $u(ust
11, 200;! httpFGG!youtu#e!co'Gatchvrer*3C2ts /accessed .arch 1;,
2011!
This is a recordin( of $le%ander &raha' Bells assistant, Tho'as $! atson, 'ade
in the 120s! The picture is a sketch of a o'an usin( the telephone and does not
chan(e! The recordin( is a#out four 'inutes and tenty7seven seconds lon( and
descri#es their so'ehat accidental discovery, the )rst telephone call #eteen the
to 'en, and then the )rst transcontinental phone call, )rst #eteen President
oodro ilson and the &overnor of +alifornia and then Bell in *e Qork and
atson in +alifornia!
foota(e)le! You Tube: #$%&#'D%R (R#H#) B%$$ I'*%'TS T%$%PH+'%" 4cto#er 2>,200A! httpFGG!youtu#e!co'GatchvSf6te#u#tQDfeaturerelated /accessed
.arch 1;, 2011!
This video is #lack and hite and has no sound, #ut it is a recordin( of the actual
inventionGdiscovery of the telephone! It shos $le%ander &raha' Bell and his
assistant, Tho'as $! atson, testin( the invention! Qou can read hat is #ein( said
7/21/2019 The Invention of the Telephone_1
http://slidepdf.com/reader/full/the-invention-of-the-telephone1 21/22
7/21/2019 The Invention of the Telephone_1
http://slidepdf.com/reader/full/the-invention-of-the-telephone1 22/22
• Rich'ond 2011 Phone Book
• 6ocal nespaper articles ith interestin( nes a#out telephones in the late1th and early 20th century found at .orrison7Reeves 6i#rary!
Teacher Resource Books
=0 "ocial "tudies "trate(ies for C7A +lassroo's, #y Cathryn .! 4#enchain D
Ronald E! .orris
Rea%ity he&s4 by Tony Stead